Education Sector HIV and AIDS Global Progress Survey: Ukraine Summary Report
Ukraine Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.
Ukraine Country Report for the 2011-2012 Education Sector HIV and AIDS Global Progress Survey.
Irish legislation and educational policy guidance requires schools to promote equality of access to and participation in education. In this context schools are required to address discrimination, harassment and bullying, including homophobic harassment and bullying.
Men are changing. Case study evidence on work with men and boys to promote gender equality and positive masculinities is a document that aims to strengthen and broaden the evidence base on working with men and boys.
This report examines the impacts of HIV on the care choices of children, exploring how HIV affects whether or not children can remain within parental care, and on the alternative care options open to them.
This is Malta's first national policy for sexual health. It illustrates the determination and commitment to address key challenges faced by Maltese society today, which are largely characterised by increased individualisation and the secularisation of sexuality.
This report is a comprehensive review of Irish literature, policy and documentation on the handling of transphobia and transphobic incidents in an Irish context. It assesses what methods have been used to document and deal with such incidents at government and non-governmental levels, if any.
This is the annual report 2009 of AFEW, the NGO working with some of the poorest and most vulnerable people in Eastern Europe and Central Asia to adress one of the fastest growing HIV epidemics in the world.
There is a dearth of research on the experience of lesbian, gay, bisexual and transgender (LGBT) youth in schools in the Republic of Ireland.
Schools have been identified as one of the appropriate settings for addiction prevention since this is the place where pupils may come into contact with drugs for the first time and experiment with them, with the possibility of becoming addicted.
In November 2009, the NFER's International Information Unit (comprising the Eurydice Unit for England, Wales and Northern Ireland1 and the team responsible for the International Review of Curriculum and Assessment Frameworks Internet Archive - INCA) completed some desk research on the ways i